Home – Home – Jornals – "Philosophy of Education" 2020 number 3

Introduction. The purpose of the paper is to reveal the role of categorical methodology in the development of the integral human nature, starting from infancy. The relevance of the chosen topic lies in the implementation of the links of modern education with the theory of knowledge and the system of dialectical categories that simultaneously perform the function of the object to which the activity of the subject is directed, and the means that organizes this activity. The essence of the research problem is mastering the process of development of the integral human nature, the unity of affect and intelligence through universal forms - categories as a result of 1000 years of experience in the development of humanity and the historical path of culture. Methodology and methods of the research. A historical excursion into the literary and philosophical heritage, starting from the Ancient East, the Pythagorean, Platonic and Aristotelian schools and the analysis of modern scientific research has allowed us to determine the object of research: universal forms of thought. Subject of research: the system of categories as a means of developing the integral human nature. Methodological basis of the research: categorical-dialectical approach. The study of the dynamics of mastering affect, mediated intellectual processes and multiple connections was carried out in the process of understanding the literary, scientific and pedagogical content of subjects of the educational process at the age of 4 to 55 years. The semantic structure of consciousness was studied using the «method of limiting meanings» by D. A. Leontiev, the process of mastering mediated intellectual functions and operations through the method of «Limiting transitions» by L. I. Krupina. The results of the research. The use of categorical methodology in understanding the studied content provided mastering by students of the 11th grade in the course of studying the topic «Electromagnetism» the completeness of the connections of universal concepts of the scientific electromagnetic picture of the world through the development of affect, which controls mediated intellectual operations; transition from one affect to another in children from 4 to 13 years old in the process of understanding the content of ancient Greek myths, initial encounter with categories and self-identification of a new system of categories; understanding the conditions for the transition from the classical to the categorical approach in the formation of scientific concepts for students and teachers. Conclusion. The theoretical and practical significance of the research is to identify criteria for the development of the mental process of educational subjects, the implementation of mechanisms for the development of mediated mental functions, the synthesis of ontogeny lines as the basis for the development of a child’s personality. The novelty of the research is the implementation of categories as thought forms in the development of the integral human nature. The category system as a means of developing conceptual thinking also contributes to mastering one’s own behavior. Further implementation of the categorical approach focuses on the creation of new methods and programs for the development of the integral human nature in various areas of professional activity.